摘要
网络技术的发展给云教育系统带来新的变化,新变化要求系统中的各要素以新角色来适应新的生态位,发挥相应的作用,以维持该系统的动态平衡。从生态位出发重新界定云教育系统中四个关键因子:学习者是自我导向、网络导向与内容创生的生态主体;教师是塑造网络、优化网络的生态促进者;技术成为个体生物性与社会性延伸的生态链条;资源则呈现出开放教育资源为核心、交互创生的复杂性特征。从内部神经网络、个人学习网络和外部/社会网络三层级结构透析云教育生态链的限制性因子,特色定位的生态位分离策略、适者生存的生态位扩充策略和互利共生的生态位协同进化策略,可为云教育系统的发展提供参考。
The development of network technology has brought new changes to the cloud ecosystem education. These new changes need the elements of the system adapt to the new ecological niche in order to maintain the dynamic balance of the system. Using niche theory, this paper defines the four key factors of the new cloud education system： the learner should be ecological subject of serf orien- tation, network orientation and content creation; teacher should be the network ecological facilitators of shaping and optimizing the net- work; techniques should be the extension of individual biological and social ecological chain; resource shows the characters of open ed- ucational resources as the core, interactive creation. And from the internal network, personal learning network and external/social network, the paper proposes the restriction factor of cloud education ecological chain. This paper proposed niche separation strategy, the survival of the fittest niche expansion strategy and mutualism of ecological a coevolutionary strategy orientation and characteristics of the ecological, in order to provide the reference for the development of Education cloud ecosystem.
出处
《现代远距离教育》
CSSCI
2016年第2期8-13,共6页
Modern Distance Education
基金
山东省研究生教育创新计划项目(编号:SDYC15058)"基于翻转课堂的全日制教育硕士专业学位研究生信息化教学能力培养模式研究与实践"
国家社会科学基金项目(编号:15CSH054)"农村留守儿童学习社会化的影响因素及新媒体干预机制研究"资助
关键词
联通主义
云教育
生态位
生态系统:
Connectivism
Cloud education
Ecological niche
Ecosystem
